LDT 502, Module 7 Evaluation
Introduction:
In this discussion, I will present the journey of our group, named Team Wilmington, in its trials and tribulations through the instructional design processes, as I perceive them. I highlight these points as my own perspective, while also underscoring and respecting other viewpoints and life experiences. With this said, I understand my own viewpoints as a narrow piece of a much more global perspective. This group project implored me to think more broadly through the phases of ADDIE, rather than from my normal isolated perspective, as a practitioner in e-Learning production.
Beginning on Task Analysis:
When our journey through this project began, attention was given to executing a detailed content and task analysis, with each step being meticulously outlined. However, an unexpected challenge was encountered in the alignment with our intended audience, something seemingly illustrated by the child-centered YouTube example used in the course materials which illustrated an overly descriptive step-by-step instruction, not necessarily addressing the actual needs of our assigned target audience (University of Skaro Faculty), although clearly expressing the necessity of detail in explaining how to explain a task process. As a result, I did not feel that our Design Development Document was best aligned with our target audience. As a suggestion for improvement, I recommend providing YouTube examples that more closely resemble our intended target audience to include demographics and pre-existing knowledge base. For example, task analysis narratives as examples would have be better aligned with similarities found in University of Skaro faculty members.
Creating Learning Objectives: A Journey through Clarity and Ambiguity:
In the process of developing learning objectives and goals I felt that we occasionally wandered into ambiguity. Despite the cloudy moments encountered in these discussions, a little more clarity was provided through our instructor's feedback, highlighting the beneficial nature of continual and timely feedback in sharpening our learning objectives. I feel that there is an art and science to developing learning objectives and goals. This group project provided that necessary practice.
Design Phase: Navigating through Design and Development:
From my experiences with the design phase in my workplace, a comprehensive plan for each step and media piece is usually crafted, due to the necessities imposed by approval processes across various organizational units. In comparison, but not necessarily incorrect, I felt that our group design process encountered a few rough spots in specificity that would have better prepared us for the development phase however some of these shortfalls I feel were attributed to our compressed timeframe and uncertainty of the instructions. I felt that we hadn’t clearly defined our approach however, under the time constraints, I felt that the Design Development Document was good enough to move forward.
During the development phase and in contrast to the environment that I work in, I found it more difficult to work without the clear roadmap, normally pre-established in the design phase with regards to scripting, assets, and user experience, which is also aligned with an approved prototype. Though the lesser details were somewhat anticipated due to the restricted eight-week course duration, I felt a bit uncertain of the soundness of our design while producing video and audio content in the development phase. Thankfully, employing DaVinci Resolve became a positive note for me with navigating through anticipated technological challenges with ease, especially having some concerns over video and audio editing. I found Davinci Resolve to be a real asset that I will continue to use in the future, and I plan to eventually become fully proficient with it.
Insights for Future Path:
As we moved through analysis, design, and development, some insightful learnings were presented. The fundamental understanding of our audience, strategic efficacy in design, and the nurturing of feedback during the crafting of learning objectives have been underlined as pivotal. My own learning from this journey provides further insight and experience in preparing the way for my future projects, ensuring a more refined and smooth-sailing approach with my team.
The Learning Curve and Accomplishing the Objectives:
While group projects in school might not always be my preferred choice, the interactive experience with peers offered me a window into a more global perspective about instructional design. I thought that our group did a great job of accomplishing the learning goal set forth in Team Wilmington’s Design Development Document, which was, “Online learning faculty members at the University of Skaro will be able to produce, edit, and publish introductory course content to be able to increase instructor presence in online courses in order to strengthen the relationship between faculty and students and improve student outcomes in online courses”.
What could I have done better:
Reflecting on the group setting, I recognize areas for my own improvement, especially in terms of guiding our collective efforts more precisely.
To start, defining our meetings specific objectives (inputs) and anticipated outcomes (outputs) could have been executed with greater clarity. Essentially, a carefully curated agenda, articulating what we aim to achieve during our gathering, could have been beneficial. Furthermore, upon concluding our meetings, establishing clear expectations for each member by the onset of our subsequent meeting is crucial to maintain momentum and ensure alignment.
Navigating new group dynamics often necessitates an adjustment period and a degree of flexibility. Recognizing that it might be unrealistic to anticipate the same standards I adhere to professionally, I see the importance of fostering a cordial and understanding environment initially. This approach allows each member to acclimate, enabling us to gradually comprehend and appreciate our varying working styles and expertise.
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